ISLAMABAD: Education systems should always ensure that learners’ interests were placed at the centre and digital technologies were used to support education based on human interaction rather than aiming at substituting it.

This suggestion was made in the Global Education Monitoring Report titled ‘Technology in Education: A Tool on Whose Terms?’ which was launched on Monday.

The launching was hosted by the Ministry of Federal Education and Professional Training in partnership with Unesco, EdTech Hub and Idara-e-Taleem-o-Aagahi.

The report examined issues of access, equity and inclusion in education, looking at ways through which technology could help reach disadvantaged learners but also ensure more knowledge reached more learners in more engaging and cheaper formats.

It also examined education challenges for which appropriate use of technology could offer solutions, while recognising that many of the current solutions proposed may also be detrimental.

Says fast pace of change in technology putting strain on education systems to adapt

The report launching event was attended by interim Education Minister Madad Ali Sindhi, some provincial ministers and provincial secretaries, Unesco officials along with key experts from the education and technology sectors in Pakistan.

It recognises the role of technology in system management with special reference to assessment data and other education management information.

“Major advances in technology, especially digital technology, are rapidly transforming the world. Information and communication technology (ICT) has been applied for 100 years in education, ever since the popularisation of radio in the 1920s,” the report read.

It said use of digital technology over the past 40 years had the most significant potential to transform education, adding that following the recent breakthroughs in artificial intelligence (AI), methods have increased the power of education technology tools, leading to speculation that technology could even supplant human interaction in education.

The report said adoption of digital technology had resulted in many changes in education and learning. It further said evidence was mixed on its impact: some types of technology seem to be effective in improving some kinds of learning, adding that the short- and long-term costs of using digital technology appear to be significantly underestimated.

“The most disadvantaged are typically denied the opportunity to benefit from this technology. Too much attention on technology in education usually comes at a high cost. Resources spent on technology, rather than on classrooms, teachers and textbooks for all children in low- and lower-middle-income countries lacking access to these resources are likely to lead to the world being further away from achieving the global education goal, SDG 4.”

The fast pace of change in technology is putting strain on education systems to adapt. Digital literacy and critical thinking are increasingly important, particularly with the growth of generative AI. Moreover, teachers also need appropriate training yet only half of countries currently have standards for developing their ICT skills.

Speaking on the occasion, Madad Ali Sindhi said: “During the pandemic, we integrated technology into our curriculum, and despite the challenges, it has proven to be a tremendous asset. We have accelerated this process and are actively engaged in diverse projects focused on STEAM and the development of smart classrooms.”

Education Secretary Waseem Ajmal Chaudhry, Balochistan Education Minister Qadir Bakhsh, Unesco Pakistan country head Dr Youssef Filali Meknassi and education experts Baela Jamil, Verna Lalbeharia and Dr Nanos Antoninis were among the speakers.

Published in Dawn, January 16th, 2024